Developmental Biology Quotes

When we are anxiously attached, our inability to trust the intentions and behaviors of others will often lead us to escalate situations and then reject attempts to reassure us. It is a painful and dramatic spiral.

The question of the position of man, as an animal, has given rise to much disputation, with the result of proving that there is no anatomical or developmental character by which he is more widely distinguished from the group of animals most nearly allied to him, than they are from one another.

At its heart, Codependency is a set of behaviors developed to manage the anxiety that comes when our primary attachments are formed with people who are inconsistent or unavailable in their response to us. Our anxiety-based responses to life can include over-reactivity, image management, unrealistic beliefs about our limits, and attempts to control the reality of others to the point where we lose our boundaries, self-esteem, and even our own reality. Ultimately, Codependency is a chronic stress disease, which can devastate our immune system and lead to systemic and even life-threatening illness.

We will martyr ourselves, suffering under the weight of a non-reciprocal relationship until some part of us bursts in protest. Suddenly, we lose our mind, and allowing ourselves to heap all manner of nastiness, name calling, patronizing, death threats on the “deserving” jerk who has it coming after all we do for him/her! As the final insult rings across the room and we regain consciousness, we are horrified by what has come out of our mouth. After all, we LOVE these people, and we quickly move into anxious terror that this time we have gone too far . . . this time we crossed the line and they will leave us. So, we hunker back down and the martyrdom begins again. It’s a terrible cycle.

Anxiously attached Codependents demonstrate the ability to maximize the attention they get from their partner, regardless of whether it is positive or negative (i.e., "I'd rather be screamed at than ignored"). Manipulation is used to keep the inattentive or inconsistent partner involved by alternating dramatic angry demands with needy dependence. When the partner is preoccupied and not paying attention, the anxious Codependent explodes in angry demands and behaviors that cannot be ignored.

The principal result of my investigation is that a uniform developmental principle controls the individual elementary units of all organisms, analogous to the finding that crystals are formed by the same laws in spite of the diversity of their forms.

With intimacy comes the possibility of “engulfment” or being taken hostage by the demands of others. We may have distorted perceptions of the “demands” and obligations placed upon us by those who claim to love us. Trusting that love to be unconditional is almost impossible for us, and we are always scanning for the unstated “subtext” or hidden “agenda” connected to this love.

The mother of all developmental stage theories was

It is not birth, marriage, or death, but gastrulation which is the most important time in your life.

It is not birth, marriage, or death, but gastrulation which is the most important time in your life.

A “neurobiological” or “genetic” or “developmental” explanation for a behavior is just shorthand, an expository convenience for temporarily approaching the whole multifactorial arc from a particular perspective.

there is a reason that puppies, and kittens, and young children, and newly emerging plants all have such a similar feeling to them. These developmental stages occur across genus and species lines—they exist for a purpose they are evolutionary innovations. They allow for unique perceptions of the world, and unique types of interactions with environment. Each developmental stage or consciousness module allows different aspects of the layered complexity of the world within which we are immersed to be perceived. That is a primary part of their function. It is an aspect of the emergent behaviors that occur in all self-organized biological systems

To see what happens in the real world when an information cascade takes over, and the bidders have almost nothing but one another’s behavior to estimate an item’s value, look no further than Peter A. Lawrence’s developmental biology text The Making of a Fly, which in April 2011 was selling for $23,698,655.93 (plus $3.99 shipping) on Amazon’s third-party marketplace. How and why had this—admittedly respected—book reached a sale price of more than $23 million? It turns out that two of the sellers were setting their prices algorithmically as constant fractions of each other: one was always setting it to 0.99830 times the competitor’s price, while the competitor was automatically setting their own price to 1.27059 times the other’s. Neither seller apparently thought to set any limit on the resulting numbers, and eventually the process spiraled totally out of control.

Racial dichotomies are formed during a crucial developmental period. As evidence, children adopted before age eight by someone of a different race develop the expertise at face recognition of the adoptive parent’s race.

Donna made it obvious that not only is addiction a developmental journey, but it’s a journey that continues through the period of recovery. In fact, by the time I’d finished my interviews with Donna, the term “recovery” no longer made sense to me. “Recovery” implies going backward, becoming normal again. And it’s a reasonable term if you consider addiction a disease. But many of the addicts I’ve spoken with—including Donna—see themselves as having moved forward, not backward, once they quit, or even while they were quitting. They often find they’ve become far more aware and self-directed than the person they were before their addiction. There’s no easy way to explain this direction of change with the medical terminology of disease and recovery. Instead of recovering, it seems that addicts keep growing, as does anyone who overcomes their difficulties through deliberation and insight.

four the child can reason, “They’ll think it’s in A, even though I know it’s in B.” Shazam: ToM. Mastering such “false belief” tests is a major developmental landmark. ToM then progresses to fancier insightfulness—e.g., grasping irony, perspective taking, or secondary ToM

To the degree that our biologically based core needs are met early in life, we develop core capacities that allow us to recognize and meet these needs as adults (Table I.1). Being attuned to these five basic needs and capacities means that we are connected to our deepest resources and vitality.

There are not different disciplinary buckets. Instead, each one is the end product of all the biological influences that came before it and will influence all the factors that follow it. Thus, it is impossible to conclude that a behavior is caused by a gene, a hormone, a childhood trauma, because the second you invoke one type of explanation, you are de facto invoking them all. No buckets. A “neurobiological” or “genetic” or “developmental” explanation for a behavior is just shorthand, an expository convenience for temporarily approaching the whole multifactorial arc from a particular perspective.

When our caregivers are unavailable, most of time it has nothing to do with LOVE for the child, however, the child cannot possibly know this. The child winds up believing that the unavailable parent is not available due to some defect within the child. We believe that if we were “enough” the parent would CHOOSE to be available.

Other researchers think that evolutionary transformations are best studied by the comparison of embryonic development and its underlying genetic causes. The conceptual justification for that approach is the claim that what is inherited from the parents and ancestors are not adult traits but rather developmental programs that regulate the development of adult traits.

His deficiencies are indeed what they are. There are gaps in his knowledge about developmental biology, which he has closed steadily over the past few years, through study and coursework. There was also, in those early years, a lack of technical expertise, which he has acquired through practice. But the deficiency to which Roman is alluding to is not one of those, mot one of the many ways in which people come into graduate school unprepared for its demands, wrong-fitted this way and that by it's odd rituals and rigors. Why Roman is referring to is instead a deficiency of whiteness, a lack of requisite sameness. This deficiency cannot be overcome. The fact is, no matter how hard he tries or how much he learns or how many skills he masters, he will always be provisional in the eyes of these people, no matter how they might be fond of him or gentle with him.

A quite rare but nevertheless important event before gastrulation in mammalian embryos, including humans, is the splitting of the embryo into two, and identical twins can then develop. This shows the remarkable ability of the early embryo to regulate and develop normally when half the normal size, just like the Driesch experiment. It also makes clear that the early embryo should not be thought of as a human being as it can still develop into two people.

The concept of resilience is used in our field. But if you look carefully at the biology after a traumatic experience-all the way down to the way genes are expressed-trauma will change everyone in some way. And those changes will be there even if they don’t result in any apparent ‘real life’ problems for the person, even if the person demonstrates resilience. A child may continue to do just as well in school, for example, but it takes much more energy and effort. Or we may find that a child is able to return to his previous level of emotional functioning, but changes in his neuroendocrine system may make him more likely to develop diabetes. This is, in essence, what the ACE studies have demonstrated. Adversity impacts the developing child. Period. What that impact will be, when it may manifest, how it maybe ‘buffered’-we can’t always say. But developmental trauma will always influence our body and brain.

and I am convinced that healthy emotional boundaries—such as being clear and vocal about what you will and will not let into your life—are what make relationships functional. Your gut lining is a boundary between you and everything else in the universe that is poised to inundate and overwhelm your biology and generate unrelenting inflammation. Healing and strengthening your gut lining with food—therefore creating and strengthening this critical boundary and reducing intestinal permeability or “leaky gut”—allows you to be selective about what you want to take in from the universe on a material level. You can choose what serves you. I reflect on the fact that many of the problems in society—including violence, mental illness, developmental issues, and pain—start in humans, and humans are made by cells that become dysfunctional largely because of oxidative stress, mitochondrial dysfunction, and chronic inflammation. How miraculous that food can directly combat those things. We can’t have a healthy society without well-functioning humans. We can’t have well-functioning humans without well-functioning cells. And we can’t have well-functioning cells with mitochondrial dysfunction, oxidative stress, chronic inflammation, and cellular and hormone disruption from toxic chemicals in our food. We combat those things through nutrient-dense, unprocessed foods grown in living, thriving soil.

Marc Kirschner and his Berkeley colleague John Gerhart.20 They wondered whether modern creatures have cellular and developmental mechanisms with the characteristic of what is called evolvability. That is, do they have the ability to generate heritable phenotypic variation? And is the characteristic of evolvability itself under selection pressure? That is, will biological systems that produce more phenotypic variations that can be passed on to their offspring be more

GENERAL BOOKS ABOUT LANGUAGE Highly readable, witty, and provocative is Roger Brown’s Words and Things. Also readable, magnificent, though sometimes too dogmatic, is Eric H. Lenneberg’s Biological Foundations of Language. The deepest and most beautiful explorations of all are to be found in L. S. Vygotsky’s Thought and Language, originally published in Russian, posthumously, in 1934, and later translated by Eugenia Hanfmann and Gertrude Vahar. Vygotsky has been described—not unjustly—as “the Mozart of psychology.” A personal favorite of mine is Joseph Church’s Language and the Discovery of Reality: A Developmental Psychology of Cognition, a book one goes back to again and again.

attachment is the first priority of living things. It is only when there is some release from this preoccupation that maturation can occur. In plants, the roots must first take hold for growth to commence and bearing fruit to become a possibility. For children, the ultimate agenda of becoming viable as a separate being can take over only when their needs are met for attachment, for nurturing contact, and for being able to depend on the relationship unconditionally. Few parents, and even fewer experts, understand this intuitively. “When I became a parent,” one thoughtful father who did understand said to me, “I saw that the world seemed absolutely convinced that you must form your children — actively form their characters rather than simply create an environment in which they can develop and thrive. Nobody seemed to get that if you give them the loving connection they need, they will flourish.” The key to activating maturation is to take care of the attachment needs of the child. To foster independence we must first invite dependence; to promote individuation we must provide a sense of belonging and unity; to help the child separate we must assume the responsibility for keeping the child close. We help a child let go by providing more contact and connection than he himself is seeking. When he asks for a hug, we give him a warmer one than he is giving us. We liberate children not by making them work for our love but by letting them rest in it. We help a child face the separation involved in going to sleep or going to school by satisfying his need for closeness. Thus the story of maturation is one of paradox: dependence and attachment foster independence and genuine separation. Attachment is the womb of maturation. Just as the biological womb gives birth to a separate being in the physical sense, attachment gives birth to a separate being in the psychological sense. Following physical birth, the developmental agenda is to form an emotional attachment wombfor the child from which he can be born once again as an autonomous individual, capable of functioning without being dominated by attachment drives.

They both believed that the therapist’s job was to break through a patient’s character armor—the psychological and somatic defenses—in order to release the painful emotions held in the body. Bioenergetics, for example, recognizes that deep emotion, conscious or unconscious, is held physically. It encourages clients to express their emotions through kicking, hitting, biting, and yelling, with the goal of discharging these powerful affects and in the hope that doing so will lead to greater emotional freedom and health. Reich’s and Lowen’s unique contribution was to recognize that defenses were held not only in the mind but also in the body’s nervous system, musculature, and organs. This significant breakthrough was ahead of its time and anticipated many current developments in the neurological and biological sciences.

The developmental diaschisis hypothesis has important consequences for the treatment of autism. Developmental diaschisis opens the possibility that in early life, autism treatments may end op focusing on brain regions that were previously unsuspected to contribute to cognitive or social function, such as the cerebellum. For instance, failure of the cerebellum to predict the near future could make it hard for babies at risk for autism to learn properly from the world. Consistent with this, the most effective known treatment for autism is applied behavioral analysis, in which rewards and everyday events are paired with one another slowly and deliberately - as if compensating for a defect in some prediction process within the brain. Applied behavioral analysis works only on only about half of kids with autism. It might be possible to manipulate brain activity in the cerebellum to help applied behavioral analysis work better or for more kids.

Here’s another example that some overworked mothers might find inspiring. We saw in Chapter 2 that being the one who produces the sperm doesn’t dictate, by universal principle, that parenting is out of the portfolio. However, in the case of the rat (as with most mammals), the balance of trade-offs make it more adaptive for males to leave parenting to the mothers. This might tempt us to take it for granted that males, by virtue of their sex, therefore lack the capacity to care for pups. We might well assume that, through sexual selection, they lost or never acquired the biological capacity to parent: that it isn’t “in” their genes, hormones, or neural circuits. That it isn’t in their male nature. But bear in mind that one reliable feature of a male rat’s developmental system is a female rat that does the child care. So what happens when a scientist, under controlled laboratory conditions, simulates a first-wave feminist rodent movement by placing males in cages with pups but no females? Before too long you will see the male “mothering” the infant, in much the same way that females do. Feminism: 1. Sexual selection: nil.

The strength of Us/Them-ing is shown by its emergence in kids. By age three to four, kids already group people by race and gender, have more negative views of such Thems, and perceive other-race faces as being angrier than same-race faces.8 And even earlier. Infants learn same-race faces better than other-race. (How can you tell? Show an infant a picture of someone repeatedly; she looks at it less each time. Now show a different face—if she can’t tell the two apart, she barely glances at it. But if it’s recognized as being new, there’s excitement, and longer looking).9 Four important thoughts about kids dichotomizing: Are children learning these prejudices from their parents? Not necessarily. Kids grow in environments whose nonrandom stimuli tacitly pave the way for dichotomizing. If an infant sees faces of only one skin color, the salient thing about the first face with a different skin color will be the skin color. Racial dichotomies are formed during a crucial developmental period. As evidence, children adopted before age eight by someone of a different race develop the expertise at face recognition of the adoptive parent’s race.10

وأما الذين زعموا أنه تولد من الأرض فإنهم قالوا إن بطناً من أرض تلك الجزيرة تخمرت فيه طينه على مر السنين والأعوام حتى امتزج فيها الحار بالبارد والرطب باليابس امتزاج تكافؤ وتعادل في القوى. وكانت هذه الطينة المتخمرة كبيرة جداً وكان بعضها يفضل بعضاً في اعتدال المزاج والتهيؤ وكان الوسط منها أعدل ما فيها وأتمه مشابهة بمزاج الإنسان، فتمخضت تلك الطينة وحدث فيها شبه نفاخات الغليان لشدة لزوجتها، وحدث في الوسط منها لزوجة ونفاخة صغيرة جداً منقسمة بقسمين بينها حجاب رقيق ممتلئة بجسم لطيف هوائي في غاية من الاعتدال اللائق به فتعلق به عند ذلك الروح الذي هو من أمر الله تعالى وتشبث به تشبثاً يعسر انفصاله عنه عند الحس وعند العقل إذ قد تبين أن هذا الروح دائم الفيضان من عند الله عز وجل وأنه بمنزلة نور الشمس الذي هو دائم الفيضان على العالم، فمن الأجسام ما لا يستضيء به وهو الهواء الشفاف جداً ومنها ما يستضيء به بعض الاستضاءة وهي الأجسام الكثيفة غير الصقيلة وهذه تختلف في قبول الضياء وتختلف بحسب ذلك ألوانها ومنها ما يستضيء به غاية الاستضاءة وهي الأجسام الصقيلة كالمرآة ونحوها، فإذا كانت هذه المرآة مقعرة على شكل مخصوص حدث فيها النار لإفراط الضياء. الذي هو الروح الذي هو من أمر الله تعالى فياض أبداً على جميع الموجودات فمنها ما لا يظهر أثره فيه أعدم الاستعداد وهي الجمادات التي لا حياة لها وهذه بمنزلة الهواء في المثال المتقدم ومنها ما يظهر أثره فيه وهي أنواع النبات بحسب استعداداتها وهذه بمنزلة الأجسام الكثيفة في المثال المتقدم ومنها ما يظهر أثره فيه ظهوراً كثيراً وهي الأجسام الصقيلة في المثال ومن هذه الأجسام الصقيلة ما يزيد على شدة قبوله لضياء الشمس أنه يحكي صورة الشمس ومثالها

As a nine-year-old, the circadian rhythm would have the child asleep by around nine p.m., driven in part by the rising tide of melatonin at this time in children. By the time that same individual has reached sixteen years of age, their circadian rhythm has undergone a dramatic shift forward in its cycling phase. The rising tide of melatonin, and the instruction of darkness and sleep, is many hours away. As a consequence, the sixteen-year-old will usually have no interest in sleeping at nine p.m. Instead, peak wakefulness is usually still in play at that hour. By the time the parents are getting tired, as their circadian rhythms take a downturn and melatonin release instructs sleep—perhaps around ten or eleven p.m., their teenager can still be wide awake. A few more hours must pass before the circadian rhythm of a teenage brain begins to shut down alertness and allow for easy, sound sleep to begin. This, of course, leads to much angst and frustration for all parties involved on the back end of sleep. Parents want their teenager to be awake at a “reasonable” hour of the morning. Teenagers, on the other hand, having only been capable of initiating sleep some hours after their parents, can still be in their trough of the circadian downswing. Like an animal prematurely wrenched out of hibernation too early, the adolescent brain still needs more sleep and more time to complete the circadian cycle before it can operate efficiently, without grogginess. If this remains perplexing to parents, a different way to frame and perhaps appreciate the mismatch is this: asking your teenage son or daughter to go to bed and fall asleep at ten p.m. is the circadian equivalent of asking you, their parent, to go to sleep at seven or eight p.m. No matter how loud you enunciate the order, no matter how much that teenager truly wishes to obey your instruction, and no matter what amount of willed effort is applied by either of the two parties, the circadian rhythm of a teenager will not be miraculously coaxed into a change. Furthermore, asking that same teenager to wake up at seven the next morning and function with intellect, grace, and good mood is the equivalent of asking you, their parent, to do the same at four or five a.m. Sadly, neither society nor our parental attitudes are well designed to appreciate or accept that teenagers need more sleep than adults, and that they are biologically wired to obtain that sleep at a different time from their parents. It’s very understandable for parents to feel frustrated in this way, since they believe that their teenager’s sleep patterns reflect a conscious choice and not a biological edict. But non-volitional, non-negotiable, and strongly biological they are. We parents would be wise to accept this fact, and to embrace it, encourage it, and praise it, lest we wish our own children to suffer developmental brain abnormalities or force a raised risk of mental illness upon them.

But however desirable an evolutionary framework for a history of knowledge may be, the important questions is whether it is actually possible to recognize an evolutionary logic in the historical records - without imposing it by an exaggerated analogy with biology and without ascending to a level of abstraction where all cats become gray. I believe that the historical findings examined in the preceding chapters point in such a direction, in particular the long-term, cumulative aspects of knowledge development, its dependence on contingent societal contexts, and the profound transformations of the architecture of knowledge. Examples are the emergence of new systems of knowledge from a reorganization of preceding systems; the sedimentation and plateau-building processes of knowledge economies; the transformation of contingent circumstances and challenges into internal conditions for the further development of knowledge systems, accounting for the path dependency and layered structure of this development; and the feedback mechanisms that may arise between knowledge economies and knowledge systems, giving rise to the emergence of new epistemic communities. Just like the evolution of life, knowledge development has direction but us not globally uniform. It is neither deterministic nor teleological. Chance events may have long-term effects by becoming incorporated into the developmental process. Knowledge development is self-referential insofar as it contributes to shaping its own environment by processes of sedimentation and plateau formation corresponding to niche construction in biology. It is also a layered process, in the sense that later forms of knowledge do not necessarily replace earlier ones. External representations shape the long-term transmission of knowledge, ensuring its continuity, while their exploration under different circumstances opens up possibilities for variation and change.

the way hyphae grew together to make complex forms was one of the central riddles in all of developmental biology.

The result is a slow-life strategy, with lower birth rates, slower development, and more resources and care put into each child. Thus, children do fewer things on their own (fewer walk to school by themselves or stay at home alone), teens are less independent (fewer get their driver’s license or date), young adults postpone adult milestones (marrying and having children later than earlier generations), life stages once considered middle-aged tilt younger (“fifty is the new forty”), staying healthy past retirement age is the rule rather than the exception, and life expectancies stretch toward 80. The entire developmental trajectory has slowed down, from childhood to older adulthood. These slower life trajectories are all ultimately caused by technology, including modern medical care (which lengthens life spans), birth control (allowing people to have fewer children), labor-saving devices (which slow aging), and a knowledge-based economy (which requires more years of education). Especially at older ages, the slowing is actually biologically quantifiable.

Cognitive processes seem, then, to be at one and the same time the outcome of organic autoregulation, reflecting its essential mechanisms, and the most highly differentiated organs of this regulation at the core of interactions with the environment, so much so that, in the case of man, these processes are being extended to the universe itself.

had never really thought about this last until I took a graduate level course in developmental biology, which forever changed my appreciation of the miracle of birth. In this course I learned what’s known about how a fertilized egg becomes a human baby at the molecular level. The more I learned about it, the more impossible it seemed. How does an organism convert food into the raw materials necessary to make more of itself? How could something as complex as a human being—as a human mind—be built up from a single magic cell? The answer, of course, is that it can’t be. Can. Not. Be. Of all the impossible things I can imagine, this is the most impossible of all. Trillions of cells, specializing and working in concert, all arising from a single cell. More than a hundred billion neurons all spawned from this same humble beginning, all in the right configuration to produce consciousness. It was utterly absurd.

It takes careful observation, and education, and reflection, and communication with others, just to scratch the surface of your beliefs. Everything you value is a product of unimaginably lengthy developmental processes, personal, cultural and biological. You don’t understand how what you want—and, therefore, what you see—is conditioned by the immense, abysmal, profound past. You simply don’t understand how every neural circuit through which you peer at the world has been shaped (and painfully) by the ethical aims of millions of years of human ancestors and all of the life that was lived for the billions of years before that. You don’t understand anything. You didn’t even know that you were blind.

Childhood experiences literally impact the biology of the brain…our earliest developmental experiences, particularly touch and other relational-based sensory cutes, including the caregiver’s smell and the way they rock the infant, the songs they hum when feeding the infant, any unique movement in the way they respond to the infant when it’s needy-all of these things are organizing experiences that help create the infant’s “worldview,”…Really, every aspect of human functioning is influenced by early developmental experiences-both when there are consistent, predictable, and loving interactions and when there is chaos, threat, unpredictability, or lack of love…Love, given and felt, is dependent upon the ability to be present, attentive, attuned, and responsive to another human being. This glue of humanity has been essential to the survival of our species-and to the health and happiness of the individual. And this ability is based upon what happened to you, primarily as a young child.

A person’s “worldview” can change their immune system, and…a positive conversation with a friend can influence how a patient’s heart or lungs function that day. The interconnectedness becomes clear…everything matters…belonging is biology, and disconnection destroys our health. Trauma is disconnecting, and that impacts every system in our body...To this day, the role that trauma and developmental adversity play in mental and physical health remains underappreciated. children and adults with developmental trauma frequently experience chronic abdominal pain, headaches, chest pain, fainting, and seizure-like episodes-all very common symptoms related to a sensitized stress response.

Here are some basic facts: Women live longer than me. Women have stronger immune systems. Women are less likely to suffer from a developmental disability, are more likely to see the world in a wider variety of colors, and overall are better at fighting cancer. Women are simply stronger than men at every stage of life.

Most instincts are allied to specialized organs, it is true, but it is nonetheless true that perception and acquired behavior, including the higher types of operative intelligence, do, in a more supple way, manifest certain functional possibilities or "reaction norms" of the anatomical and physiological structure of the species. In a word, the general coordinations of action upon which the building up of most basic types of knowledge is conditional, presuppose not only nervous coordinations but coordinations of a much more deep-seated kind, those which are, in fact, interactions dominating the entire morphogenesis.

Biology: how the physical body functions         • Psychology: developmental issues and thought patterns         • Social connections: social support and current life situation         • Spiritual health: what life means

look no further than Peter A. Lawrence’s developmental biology text The Making of a Fly, which in April 2011 was selling for $23,698,655.93 (plus $3.99 shipping) on Amazon’s third-party marketplace. How and why had this—admittedly respected—book reached a sale price of more than $23 million? It turns out that two of the sellers were setting their prices algorithmically as constant fractions of each other: one was always setting it to 0.99830 times the competitor’s price, while the competitor was automatically setting their own price to 1.27059 times the other’s. Neither seller apparently thought to set any limit on the resulting numbers, and eventually the process spiraled totally out of control. It’s possible that a similar mechanism was in play during the enigmatic and controversial stock market “flash crash” of May 6, 2010, when, in a matter of minutes, the price of several seemingly random companies in the S&P 500 rose to more than $100,000 a share, while others dropped precipitously—sometimes to $0.01 a share. Almost $1 trillion of value instantaneously went up in smoke.

The idea of morphogenetic fields has been widely adopted in developmental biology. But the nature of these fields has remained obscure. Some biologists think of them as useful turns of phrase but in reality consisting of no more than "complex spatio-temporal patterns of physico-chemical interaction not yet fully understood." Others think of these fields as governed by morphogenetic field equations that exist in a Platonic realm of eternal mathematical forms. Thus the morphogentic field equations for the dinosaurs, for example, always existed, even before the Big Bang. The equations were not affected by the evolution of the dinosaurs or by their extinction. The morphogenetic field equations for all past, present, and future species, and indeed for all possible species (many of which may never actually exist), somehow dwell eternally in a transcendant mathematical realm. These mathematical truths are beyond time; they cannot evolve and are not affected by anything that actually happens in the physical world. They are like ideal designs for all possible organisms in the mind of a mathematical God.

The ultimate cause suggested by the biological hypothesis is the loss of genetic fitness that results from incest. It is a fact that incestuously produced children leave fewer descendants. The biological hypothesis states that individuals with a genetic predisposition for bond exclusion and incest avoidance contribute more genes to the next generation. Natural selection has probably ground away along these lines for thousands of generations, and for that reason human beings intuitively avoid incest through the simple, automatic rule of bond exclusion. To put the idea in its starkest form, one that acknowledges but temporarily bypasses the intervening developmental process, human beings are guided by an instinct based on genes. Such a process is indicated in the case of brother-sister intercourse, and it is a strong possibility in the other categories of incest taboo.

In Piaget's developmental epistemology, sensorimotor intelligence serves as a bridge between biological functioning and rational thought. On the one hand, the beginning of sensorimotor intelligence, the system of reflexes, is linked to the morphological and anatomical structure of the organism. One the other hand, sensorimotor intelligence already entails a logic of action and meaning implications and thus the seeds of what later will become rational thought and necessary knowledge (OI, p. 418).

Subspecialty : Botany Studies : plants Subspecialty : Zoology Studies : animals Subspecialty : Marine biology Studies : organisms living in and around oceans, and seas Subspecialty : Fresh water biology Studies : organisms living in and around freshwater lakes, streams, rivers, ponds, etc. Subspecialty : Microbiology Studies : microorganisms Subspecialty : Bacteriology Studies : bacteria Subspecialty : Virology Studies : viruses ( see Figure below ) Subspecialty : Entomology Studies : insects Subspecialty : Taxonomy Studies : the classification of organisms Subspecialty : Studies : Life Science : Cell biology What it Examines : cells and their structures (see Figure below ) Life Science : Anatomy What it Examines : the structures of animals Life Science : Morphology What it Examines : the form and structure of living organisms Life Science : Physiology What it Examines : the physical and chemical functions of tissues and organs Life Science : Immunology What it Examines : the mechanisms inside organisms that protect them from disease and infection Life Science : Neuroscience What it Examines : the nervous system Life Science : Developmental biology and embryology What it Examines : the growth and development of plants and animals Life Science : Genetics What it Examines : the genetic make up of all living organisms (heredity) Life Science : Biochemistry What it Examines : the chemistry of living organisms Life Science : Molecular biology What it Examines : biology at the molecular level Life Science : Epidemiology What it Examines : how diseases arise and spread Life Science : What it Examines : Life Science : Ecology What it Examines : how various organisms interact with their environments Life Science : Biogeography What it Examines : the distribution of living organisms (see Figure below ) Life Science : Population biology What it Examines : the biodiversity, evolution, and environmental biology of populations of organisms Life Science : What it Examines :

All the information for embryonic development is contained within the fertilized egg. So how is this information interpreted to give rise to an embryo? Does the DNA contain a full description of the organism to which it will give rise; is it a blueprint for the organism? The answer is no. Instead, the fertilized egg contains a program of instructions for making the organism—a generative program—that determines where and when different proteins are synthesized and thus controls how cells behave. A descriptive program such as a blueprint or a plan describes an object in some detail, whereas a generative program describes how to make an object. For the same object, the programs are very different. Consider origami, the art of paper folding. By folding a piece of paper in various directions it is quite easy to make a paper hat or a bird from a single sheet. To describe in any detail the final form simply by marking regions on the flat piece of paper is really very difficult, and not of much help in explaining how to achieve it. Much more useful and easier to formulate are instructions on how to fold the paper. The reason for this is that simple instructions about folding have complex spatial consequences. In development, gene action similarly sets in motion a sequence of events that can bring about profound changes in the embryo. One can thus think of the genetic information in the fertilized egg as equivalent to the folding instructions in origami; both contain a generative program for making a particular structure.

How is left–right established? Vertebrates are bilaterally symmetric about the midline of the body for many structures, such as eyes, ears, and limbs, but most internal organs are asymmetric. In mice and humans, for example, the heart is on the left side, the right lung has more lobes than the left, the stomach and spleen lie towards the left, and the bulk of the liver is towards the right. This handedness of organs is remarkably consistent, but there are rare individuals, about one in 10,000 in humans, who have the condition known as situs inversus, a complete mirror-image reversal of handedness. Such people are generally asymptomatic, even though all their organs are reversed.

neuroscience, the study of how the brain supports mental processes; developmental psychopathology, the study of the impact of adverse experiences on the development of mind and brain; and interpersonal neurobiology, the study of how our behavior influences the emotions, biology, and mind-sets of those around us.

We have seen that a toddler needs to be surrounded to build fixed landmarks in his mind; he needs to move, to discover the environment by himself through the five senses, and he needs to do. All other needs of the toddler are always related to the sensory periods and are: Need for direct contact with the mother; Need to feel protected and safe; Need to develop relationships; Need to find stable reference points; Need its biological rhythms to be respected; Need for self-awareness as an individual; Need for freedom and independence; Need for a tailored space; Need for concentration; Need to use hands; Need to experience nature; Need for silence.

In humans, about 1 in 100 live-born infants has some congenital heart malformation, while in utero, heart malformation leading to death of the embryo occurs in between 5 and 10% of conceptions.

Neurons are formed in the proliferative zone of the vertebrate neural tube from multipotent neural stem cells, which give rise to many different types of neurons and to glia. For many years it was thought that no new neurons could be generated in the adult mammalian brain, but the production of new neurons has been demonstrated as a normal occurrence in the adult mammalian brain, and neural stem cells have been identified in adult mammals that can generate neurons.

Future motor neurons are located ventrally, and form the ventral roots of the spinal cord. The neurons of the sensory nervous system develop from neural crest cells. The dorso-ventral organization of the spinal cord is produced by Sonic hedgehog protein signals from ventral regions such as the notochord. Sonic hedgehog forms a gradient of activity from ventral to dorsal in the neural tube, and acts as the ventral patterning positional signal. As well as being organized along the dorso-ventral axis, neurons at different positions along the antero-posterior axis of the spinal cord become specified to serve different functions. The antero-posterior specification of neuronal function in the spinal cord was dramatically illustrated some 40 years ago by experiments in which a section of the spinal cord that would normally innervate wing muscles was transplanted from one chick embryo into the region that normally serves the legs of another embryo. Chicks developing from the grafted embryos spontaneously activated both legs together, as though they were trying to flap their wings, rather than activating each leg alternately as if walking. These studies showed that motor neurons generated at a given antero-posterior level in the spinal cord had intrinsic properties characteristic of that position. The spinal cord becomes demarcated into different regions along the antero-posterior axis by combinations of expressed Hox genes. A typical vertebrate limb contains more than 50 muscle groups with which neurons must connect in a precise pattern. Individual neurons express particular combinations of Hox genes, which determine which muscle they will innervate. So all together, expression of genes resulting from dorso-ventral position together with those resulting from antero-posterior position confers a virtually unique identity on functionally distinct sets of neurons in the spinal cord.

Finally, we can contemplate the evolution of our understanding of developmental biology. Progress has been impressive but due to the complexity of cells with all their proteins and other molecules interacting, there is still much to be learned. It is likely that in the next 50 years, given the genes and structure of a fertilized egg, it will be possible to reliably compute the details of that organism’s development and just what the adult would be.

At the individual level, cerebral subject is not a label that can be permanently affixed to anyone but is rather a way of denoting notions and practices that may be operative in people’s lives some of the time. In practice, no one conception of the human is monolithic or hegemonic in a given culture, and persons are not one kind of subject alone. For example, the developmental biologist Scott F. Gilbert (1995) contrasted four biological views of the body/self—the neural, immunological, genetic, and phenotypic—and put them in correspondence with different models of the body politic and different views of science. He thus highlighted how political debates mirror disputes over which body, and consequently which self, are the true body and self. “Immune selfhood” has a very rich history of its own (Tauber 2012), but writing in the mid-1990s, Gilbert noted that the genetic self had been recently winning over the other selves. These may be theoretical constructs, but they have real consequences. Thus, as Gilbert points out, in controversies over abortion, the self may be defined genetically (by the fusion of nuclei at conception), neurally (by the onset of the electroencephalographic pattern or some other neurodevelopmental criterion), or immunologically (by the separation of mother and child at birth). In each case, when affected by concrete medical decisions, individuals accomplish the “self” whose definitional criteria were used to reach the decisions.

All biological and artificial mechanisms -no matter how well designed- are vulnerable to malfunctions, failures, and breakdowns. Even if developmental processes are canalized against perturbations, they can deviate from their target phenotype as random events and disturbances accumulate over time.

If their systems were flooded with stress hormones just like Sarah’s or the tadpoles’, it stood to reason that their bodies, including their blood pressure, blood sugar, and neurological functions, might react in similar ways; all could be seen as side effects of stress hormones. It made biological sense that a high dose of stress hormones at the wrong developmental stage could have an outsize impact on my patients’ downstream health.

Those new disciplines are neuroscience, the study of how the brain supports mental processes; developmental psychopathology, the study of the impact of adverse experiences on the development of mind and brain; and interpersonal neurobiology, the study of how our behavior influences the emotions, biology, and mind-sets of those around us.

But the idea that features of our personality may contribute to the onset of pathology is anathema to many. In her still-influential 1978 essay “Illness as Metaphor,” the late filmmaker, activist, and brilliant woman of letters Susan Sontag—then a forty-five-year-old cancer survivor—flatly and forcefully rejected the possibility that ill health might signify anything beyond bodily calamity. “Theories that diseases are caused by mental states . . . are always an index of how much is not understood about the physical terrain of a disease,” she wrote.[1] To assert that emotions contribute to disease was, for her, to promote “punitive or sentimental fantasies,” to traffic in “lurid metaphors” and their “trappings.” She found this view especially distasteful because she perceived it as a way of blaming the patient. “I decided that I was not going to be culpabilized.”[2] Sontag’s acerbic rejection of the mind-body connection resonated not only in intellectual circles but also in some of the most hallowed centers of medical thinking. A few years later, the New England Journal of Medicine’s future first woman editor, Dr. Marcia Angell, cited it approvingly, deriding as “folklore” the idea that “mental state is a factor in the causing and curing of specific diseases,” a “myth” for which the evidence is at best “anecdotal.” Like Sontag, Dr. Angell espied in this line of thinking an insidious patient-blaming tendency: “At a time when patients are already burdened by disease, they should not be further burdened by having to accept responsibility for the outcome.”[3] I agree wholeheartedly that no one, ever, ought to be made to feel guilty for whatever transpires with or within their body, whether that guilt arises from the self or is imposed from without. As I stated earlier, blame is inappropriate, unmerited, and cruel; it is also unscientific. But we have to take care not to fall into an easy fallacy. Asserting that features of the personality contribute to the onset of illness, and more generally perceiving connections between traits, emotions, developmental histories, and disease is not to lay blame. It is to understand the bigger picture for the purposes of prevention and healing—and ultimately for the sake of self-acceptance and self-forgiveness. My intent in reframing Sontag’s perspective, then, is to offer a more helpful view. I empathize with her apprehension about being blamed for becoming ill, even as I see her refutation of the mind-body confluence as misguided and scientifically untenable. A clear and honest look at the biographical factors that can disrupt our biological well-being helps us respond intelligently and effectively to illness—or preferably, to mitigate the risks in the first place. This is as true for individuals as for society.

By far the greatest numbers of our class are called placental (or eutherian) mammals. Humans, tigers, mice, blue whales – we all nourish our young in the same way. Our offspring undergo a really long developmental phase inside the mother, in the uterus. During this developmental stage, the young get their nourishment via the placenta. This large, pancake-shaped structure acts as an interface between the blood system of the foetus and the blood system of the mother. Blood doesn’t actually flow from one to the other. Instead the two blood systems pass so closely to one another that nutrients such as sugars, vitamins, minerals and amino acids can pass from the mother to the foetus. Oxygen also passes from the mother’s blood to the foetal blood supply. In exchange, the foetus gets rid of waste gases and other potentially harmful toxins by passing them back into the mother’s circulation.

A series of checks and balances ensures that neither the maternal nor the paternal genome gets the upper hand. We can get a better understanding of how this works if we look once again at the experiments of Azim Surani, Davor Sobel and Bruce Cattanach. These are the scientists who created the mouse zygotes that contained only paternal DNA or only maternal DNA. After they had created these test tube zygotes, the scientists implanted them into the uterus of mice. None of the labs ever generated living mice from these zygotes. However, the zygotes did develop for a while in the womb, but very abnormally. The abnormal development was quite different, depending on whether all the chromosomes had come from the mother or the father. In both cases the few embryos that did form were small and retarded in growth. Where all the chromosomes had come from the mother, the placental tissues were very underdeveloped1. If all the chromosomes came from the father, the embryo was even more retarded but there was much better production of the placental tissues2. Scientists created embryos from a mix of these cells – cells which had only maternally inherited or paternally inherited chromosomes. These embryos still couldn’t develop all the way to birth. When examined, the researchers found that all the tissues in the embryo were from the maternal-only cells whereas the cells of the placental tissues were the paternal-only type3. All these data suggested that something in the male chromosomes pushes the developmental programme in favour of the placenta, whereas a maternally-derived genome has less of a drive towards the placenta, and more towards the embryo itself.

When we first come into the world, we are small, fragile, and defenseless. We are totally dependent on the love and care of our parents, especially our mothers. In our modern society, we have learned very well how to take care of the physical, biological, and even the developmental needs of our babies, even though parents at various socio-economic levels still face vastly different challenges as they meet their infants’ needs. But we have let a vital need, the one whose fulfillment will determine our ability to have a feeling of self-worth and security, slip through the cracks of modern life. If our emotional needs are not met at the right time, we will face a daunting task later in life as we try to heal the structural wounds of our personalities. Like a plant that doesn’t get enough water or sun early on, we will have trouble growing to our full height, no matter how much fertilizer we get later. Fortunately, unlike plants, we can direct our consciousness and self-awareness toward healing, which can give us new foundations for fulfilling our lives.

almost universally recognized as a developmental disorder, multiply caused: genetic predisposition, pre- or postnatal viral infection, chromosomal damage, biological agents still unknown.

In fact, within Piaget's developmental epistemology, sensorimotor intelligence development takes up a systematic place: It is the centerpiece that bridges biological and psychological development.

In Piaget's developmental epistemology, sensorimotor intelligence serves as a bridge between biological functioning and rational thought.

All this reprogramming of the genome in normal early development changes the epigenome of the gametes and creates the new epigenome of the zygote. This ensures that the gene expression patterns of eggs and sperm are replaced by the gene expression patterns of the zygote and the subsequent developmental stages. But this reprogramming also has another effect. Cells can accumulate inappropriate or abnormal epigenetic modifications at various genes. These disrupt normal gene expression and can even contribute to disease, as we shall see later in this book. The reprogramming of the egg and the sperm prevent them from passing on from parent to offspring any inappropriate epigenetic modifications they have accumulated. Not so much wiping the slate clean, more like re-installing the operating system.

ncRNAs have recently been implicated in Lamarckian transmission of inherited characteristics. In one example, fertilised mouse eggs were injected with a miRNA which targeted a key gene involved in growth of heart tissue. The mice which developed from these eggs had enlarged hearts (cardiac hypertrophy) suggesting that the early injection of the miRNA disturbed the normal developmental processes. Remarkably, the offspring of these mice also had a high frequency of cardiac hypertrophy. This was apparently because the abnormal expression of the miRNA was recreated during generation of sperm in these mice. There was no change in the DNA code of the mice, so this was a clear case of a miRNA driving epigenetic inheritance

Even though these individuals had seemed perfectly healthy at birth, something that had happened during their development in the womb affected them for decades afterwards. And it wasn’t just the fact that something had happened that mattered, it was when it happened. Events that take place in the first three months of development, a stage when the foetus is really very small, can affect an individual for the rest of their life. This is completely consistent with the model of developmental programming, and the epigenetic basis to this. In the early stages of pregnancy, where different cell types are developing, epigenetic proteins are probably vital for stabilising gene expression patterns. But remember that our cells contain thousands of genes, spread over billions of base-pairs, and we have hundreds of epigenetic proteins. Even in normal development there are likely to be slight variations in the expression of some of these proteins, and the precise effects that they have at specific chromosomal regions. A little bit more DNA methylation here, a little bit less there. The epigenetic machinery reinforces and then maintains particular patterns of modifications, thus creating the levels of gene expression. Consequently, these initial small fluctuations in histone and DNA modifications may eventually become ‘set’ and get transmitted to daughter cells, or be maintained in long-lived cells such as neurons, that can last for decades. Because the epigenome gets ‘stuck’, so too may the patterns of gene expression in certain chromosomal regions. In the short term the consequences of this may be relatively minor. But over decades all these mild abnormalities in gene expression, resulting from a slightly inappropriate set of chromatin modifications, may lead to a gradually increasing functional impairment. Clinically, we don’t recognise this until it passes some invisible threshold and the patient begins to show symptoms.

Those new disciplines are neuroscience, the study of how the brain supports mental processes; developmental psychopathology, the study of the impact of adverse experiences on the development of mind and brain; and interpersonal neurobiology, the study of how our behavior influences the emotions, biology, and mind-sets of those around us. Research from these new

The counsel of caution regarding our ability to establish human mind/brain adaptation goes unheeded by those who call themselves "evolutionary psychologists"; they are not at all chary of claiming to have demonstrated all manner of human cognitive adaptations on what for mainstream evolutionary biology is very weak evidence. But evolutionary psychology was born and nurtured outside of the mainstream of evolutionary biology. It was developed by psychologists who sought a unifying monolithic framework for psychology to replace that of a discredited behaviorism. It is not surprising, therefore, that the "evolution" in evolutionary psychology run exceedingly shallow. For instance, the developmental turn in mainstream evolutionary biology occured before the advent of evolutionary psychology but has never been so much as acknowledged by evolutionary psychologists. Their use of genomic evidence is extremely limited, and their awareness of the increasingly sophisticated methods and tools for genealogical (phylogenetic) reconstructions seems completely absent. In this, evolutionary psychology stands in marked contrast to evolutionary anthropology, for which evo devo, genomics, and genealogical techniques essential for applying the comparative method have become increasingly central.

Along with our over-giving is our own conditional giving pattern, which can fuel so much of our resentment and feelings of “victimization” by the people to whom we are giving. We may be completely unaware of our expectations of those we assist, and our own anger and resentment may catch us off guard. This is why our martyrdom is so hard on those around us. They are aware of the price we are exacting, even when we are in denial about our own motives and expectations.

The polarized outer cells are destined to become trophoblast, whereas those cells located in the interior are destined to become the inner cell mass, from

Experimental evidence suggests that a key element underlying a daughter cell's becoming an outer cell is inheritance of a patch of outer cell membrane containing microvilli and the actin microfilament-stabilizing protein, ezrin. The proteins that produce polarity in the outer cells are postulated to direct their differentiation toward the trophoblastic lineage. Common to the inside-outside hypothesis and the cell polarity model is the recognition that a cell that does not contact the surface does not differentiate into trophoblast, but rather becomes part of the inner cell mass.

Fig. 3.7 The cell polarity model of differentiation of blastomeres. A, If the plane of cleavage of a blastomere is perpendicular to the surface of the embryo, each daughter cell becomes trophoblast. B, If the plane of cleavage is parallel to the surface, the daughter blastomere located at the surface becomes trophoblast, whereas the daughter cell located on the interior becomes part of the inner cell mass. Even though by the 16-cell stage the

stem

Evo Devo has not just provided a critical missing piece of the Modern Synthesis - embryology - and integrated it with molecular genetics and traditional elements such as paleontology. The wholly unexpected nature of some of its key discoveries and the unprecedented quality and depth of evidence it has provided toward settling previously unresolved questions bestow it with a revolutionary character.

The digients storm off in different directions, and he wonders if he’s made the right decision. It hasn’t always been easy raising Marco and Polo, but he’s never rolled them back to an earlier checkpoint. This strategy has worked well enough so far, but he can’t be certain it will keep working. There are no guidebooks on raising digients, and techniques intended for pets or children fail as often as they succeed. The digients inhabit simple bodies, so their voyage to maturity is free from the riptides and sudden squalls driven by an organic body’s hormones, but this doesn’t mean that they don’t experience moods or that their personalities never change; their minds are continuously edging into new regions of the phase space defined by the Neuroblast genome. Indeed, it’s possible that the digients will never reach “maturity”; the idea of a developmental plateau is based on a biological model that doesn’t necessarily apply. It’s possible their personalities will evolve at the same rate for as long as the digients are kept running. Only time will tell.

Developmental Trauma Disorder.17 As we organized our findings, we discovered a consistent profile: (1) a pervasive pattern of dysregulation, (2) problems with attention and concentration, and (3) difficulties getting along with themselves and others. These children’s moods and feelings rapidly shifted from one extreme to another—from temper tantrums and panic to detachment, flatness, and dissociation. When they got upset (which was much of the time), they could neither calm themselves down nor describe what they were feeling. Having a biological system that keeps pumping out stress hormones to deal with real or imagined threats leads to physical problems: sleep disturbances, headaches, unexplained pain, oversensitivity to touch or sound. Being so agitated or shut down keeps them from being able to focus their attention and concentration. To relieve their tension, they engage in chronic masturbation, rocking, or self-harming activities (biting, cutting, burning, and hitting themselves, pulling their hair out, picking at their skin until it bled). It also leads to difficulties with language processing and fine-motor coordination. Spending all their energy on staying in control, they usually have trouble paying attention to things, like schoolwork, that are not directly relevant to survival, and their hyperarousal makes them easily distracted. Having been frequently ignored or abandoned leaves them clinging and needy, even with the people who have abused them. Having been chronically beaten, molested, and otherwise mistreated, they cannot help but define themselves as defective and worthless. They come by their self-loathing, sense of defectiveness, and worthlessness honestly. Was it any surprise that they didn’t trust anyone? Finally, the combination of feeling fundamentally despicable and overreacting to slight frustrations makes it difficult for them to make friends.

I have come to believe that the intuitively appealing idea that depression stems from defects has led us directly to our current impasse. If you go to a conference in clinical psychology or psychiatry, I can promise you will experience two things. One, you will hear many fascinating presentations on the cognitive, social, biological, and developmental aspects of depression. Two, you will be unlikely to hear much about the depression epidemic. This seems odd until you realize that none of the major research paradigms equips us to understand why we are beset by a depression epidemic. If depression results from faulty cognitions, why would our cognitions suddenly become so faulty? If it’s faulty biology at work, why would our equipment fail us now, and on a mass scale? Our genetic endowment, for example, does not turn on a dime. Even if one looks to the environment, which is always changing, it’s not immediately obvious what aspect of it has changed so drastically as to account for such a surge in depression. In challenging the depression-as-defect view, it is reasonable to wonder about the alternatives. Some commentators and scholars have gone to the other extreme, arguing that depression is beneficial. From improved problem solving to resource conservation, several accounts put the focus on depression’s overlooked benefits. So if we reject the disease model, it seems we must adopt the position that depression is good. Or must we? One sufferer implicitly rejected this overly simplistic choice, saying about her depression: “It sucks, but there’s value in it.”19 In the pages to come, I hope to show that taking this more nuanced position allows us to ask more interesting questions about depression. Depression is potentially good and bad, a point of departure that may help us get closer to the mystery of what depression is, why so many suffer from it, and why it is such a tough nut to crack.

Despite organizations such as51 the International Conference on Machine Learning and the American Association for the Advancement of Science (publisher of Science) quickly updating their policies to prohibit the inclusion of AI-generated text and images, not all publishers have taken this stance. Nor have authors necessarily heeded those that exist. For example52, the journal Frontiers in Cell and Developmental Biology published a paper that featured illustrations generated with Midjourney (as disclosed in the article), including one of a rat with four enormous gonads, labeled as “Testtomcels”, and a phallus that was so large it extended past the rat’s head, labeled as “Dissilced”. The rat is gazing lovingly at its “dissilced”. This paper was nominally peer-reviewed, and yet still published. Within twenty-four hours it became the subject of widespread mirth on the internet, and spurred well-deserved suspicion of the peer review process at Frontiers. Three days later, it was retracted, with the note53 that “[t]he article does not meet the standards of editorial and scientific rigor for Frontiers in Cell and Developmental Biology.

[A] fierce ideological battle between the two traditions of psychiatry is playing out on the world stage today. One side (the neo-Kraepelinian biological psychiatrists) holds that ADHD symptoms constitute a distinct biological disorder, even without brain damage from recognized diseases or brain injury. The other side (the psychoanalysts, humanists, social psychologists, and family therapists) maintains that ADHD is simply a catchall name for social, emotional, and developmental issues of childhood.

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